• 충청수학회지
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• 제8권1호
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• pp.29-36
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• 1995

• 대한수학회논문집
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• 제12권2호
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• pp.203-210
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• 1997

We give some interesting identities involving the Hurwitz and Riemann zeta functions.

• 충청수학회지
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• 제22권2호
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• pp.287-291
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• 2009

A comparison of constants is given to show that a better constant for the Sobolev trace inequality can be obtained from the conjectured extremal function.

• 호남수학학술지
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• 제24권1호
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• pp.103-108
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• 2002

Applications of a column-reduced orthogonal rational matrix function to McMillan degrees and Wiener-Hopf factorizations are considered.

• 호남수학학술지
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• 제45권2호
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• pp.184-197
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• 2023

For the numerous uses and significance of the Whittaker function in the diverse research areas of mathematical sciences and engineering sciences, This paper aims to introduce an extension of the Whittaker function by using a new extended confluent hypergeometric function of the first kind in terms of the Mittag-Leffler function. We also drive various valuable results like integral representation, integral transform and derivative formula. Further, we also analyze specific known results as a particular case of the main result.

• 대한수학회보
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• 제52권3호
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• pp.851-864
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• 2015

In this paper, we study the generalized Littlewood-Paley operators. It is shown that the generalized g-function, Lusin area function and $g^*_{\lambda}$-function on any BMO function are either infinite everywhere, or finite almost everywhere, respectively; and in the latter case, such operators are bounded from BMO($\mathbb{R}^n$) to BLO($\mathbb{R}^n$), which improve and generalize some previous results.

• 대한수학회지
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• 제54권2호
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• pp.417-426
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• 2017

We explicitly determine fundamental units and regulators of an infinite family of cyclic quartic function fields $L_h$ of unit rank 3 with a parameter h in a polynomial ring $\mathbb{F}_q[t]$, where $\mathbb{F}_q$ is the finite field of order q with characteristic not equal to 2. This result resolves the second part of Lehmer's project for the function field case.

• East Asian mathematical journal
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• 제18권1호
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• pp.75-84
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• 2002

The third important Euler-Mascheroni constant $\gamma$, like $\pi$ and e, is involved in representations, evaluations, and purely relationships among other mathematical constants and functions, in various ways. The main object of this note is to summarize some known series representaions for $\gamma$ with comments for their proofs, and to point out that one of those series representaions for $\gamma$ seems to be incorrectly recorded. A brief historical comment for $\gamma$ is also provided.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제7권1호
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• pp.15-29
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• 2003

The present study examined the 7th national elementary school mathematics curriculum from a perspective of mathematical creativity. The study investigated to what extent the activities in the Pattern and Function lessons in the national elementary school mathematics textbooks promoted the development of mathematical creativity. The results indicated that the current elementary school mathematics curriculum was limited in many ways to promote the development of mathematical creativity. Regarding the activities in Pattern lessons, for example, most activities presented closed tasks involving finding and extending patterns. The lesson provided little opportunities to explore the relationships among various patterns, apply patterns to different situations, or create ones own patterns. In regard to the Function lessons, the majority of activities were about computing the rate. This showed that the function was taught from an operational perspective, not a relational perspective. It was unlikely that students would develop the basic understanding of function through the activities involving the computing the rate. Further, the lessons had students use exclusively the numbers in representing the function. Students were provided little opportunities to use various representation methods involving pictures or graphs, explore the strengths and limitations of various representation methods, or to choose more effective representation methods in particular contexts. In conclusion, the lesson activities in the current elementary school mathematics textbooks were unlikely to promote the development of mathematical creativity.

• 대한수학교육학회지:수학교육학연구
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• 제18권1호
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• pp.123-135
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• 2008

본 연구에서는 고등학교 과정에서 다루어지는 수학적 귀납법 증명의 대표적인 예제들을 이해하고 증명하는데 필요한 스키마를 분석하고, 그에 대한 학생들의 구성 여부를 조사하였다. 함수 스키마와 명제치 함수 스키마의 구성은 함의치 함수 스키마와 긍정 논리식 스키마의 구성에 선행하며 함의치 함수 스키마와 긍정 논리식 스키마는 수학적 귀납법 스키마를 위해 통합적으로 조절되어야 한다는 점도 확인하였다. 이를 바탕으로 하여 수학적 귀납법에 대한 학생들의 이해 수준은 $1{\sim}4$ 수준으로 설정될 수 있었다. 또한 이러한 이해 수준과 관련하여 수학적 귀납법을 학습하면서 겪는 학생들의 인지적 어려움이 분석되었다.